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完型填空（共20小题；每小题1.5分，满分30分）

About two years ago while working downtown at our company’s headquarters I met a man. I’ll call him “Martin”. Martin was a short, middle-aged man with a glandular(内分泌) problem. He was fat, using a walking stick to help, and was painfully shy. Almost every morning I saw Martin on the elevator. We were usually the only people there, so I made __36   conversation as we __37_ to the 15th floor. I chatted with him about sometimes weather and sometimes about each other’s weekend.

About six months __38   our daily elevator chats, Martin came to my office and asked if I had a minute to chat. Though we worked on the same floor, I’m sure he had to __39   to find me. I invited him to sit down. He said, “I wanted to come and say __40  . The company has let me go. Today will be my last day.”

I didn’t know what to say. __41   I was too familiar with saying goodbye to co-workers, it was never __42  . Honestly, I usually avoid talking about the event because I felt __43   and at a loss for words. I told him I was __44   and asked if there was anything I could do. He said, “No, I’ll be fine, I just wanted to take the time to thank you.” I was now __45   . He explained that our daily talks had __46   a lot to him.

He thanked me not only for  __47   with him in the mornings, but for speaking directly to him and others on the elevator, and for telling him a quick joke in the crowded cafeteria. It seemed that __48   had ever been his friend before—or if so they were __49   to him in public.

He said he didn’t want to __50   much of my time, as he knew I was busy and he needed to __51   his personal things. He had tears in his eyes as he shook my hand and left.

I’ve never seen him since, but I imagine he’s doing well. Meeting him  __52   my life. Now when I’m in a hurry, or have a bad day, I try extra hard to speak __53   to those around me. I remind myself that it’s just as easy to say something nice as to say something __54  , and I’m awed (敬畏) at how __55   our daily actions are.

36. A. formal          B. polite        C. special          D. usual

37. A. climbed                 B. ran              C. rode             D. moved

38. A. during                B. before          C. until             D. after

39. A. search                 B. walk            C. drive            D. move

40. A. thanks                B. goodbye       C. hello             D. words

41. A. But                    B. Because        C. When           D. Though

42. A. difficult                     B. easy            C. convenient    D. comfortable

43. A. astonished           B. painful       C. embarrassed   D. amazed

44. A. calm                   B. nervous        C. disappointed  D. sorry

45. A. confused        B. worried        C. moved          D. proud

46. A. meant                 B. done            C. caused          D. brought

47. A. working              B. traveling      C. chatting               D. staying

48. A. someone             B. everyone      C. anyone          D. no one

49. A. cold                   B. friendly        C. warm            D. cruel

50. A. use up                B. take up         C. break up       D. pick up

51. A. sell                     B. decorate      C. pack             D. sort

52. A. changed                     B. colored        C. satisfied               D. controlled

53. A. directly               B. loudly          C. kindly           D. softly

54. A. different             B. rude         C. serious       D. interesting

55. A. surprising           B. strange         C. impressive    D. powerful

I am a writer. I spend a great deal of my time thinking about the power of language — the way it can evoke（唤起） an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all — all the Englishes I grew up with.

    Born into a Chinese family that had recently arrived in California, I've been giving more thought to the kind of English my mother speaks. Like others, I have described it to people as "broken" English. But I feel embarrassed to say that. It has always bothered me that I can think of no way to describe it other than "broken", as if it were damaged and needed to be fixed, as if it lacked certain wholeness. I've heard other terms used, "limited English," for example. But they seem just as bad, as if everything is limited, including people's perceptions(认识) of the limited English speaker.

    I know this for a fact, because when I was growing up, my mother's "limited" English limited my perception of her. I was ashamed of her English. I believed that her English reflected the quality of what she had to say. That is, because she expressed them imperfectly her thoughts were imperfect. And I had plenty of evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.

I started writing fiction in 1985. And for reasons I won't get into today, I began to write stories using all the Englishes I grew up with: the English she used with me, which for a lack of a better term might be described as "broken", and what I imagine to be her translation of her Chinese, her internal (内在的) language, and for that I sought to preserve the essence, but neither an English nor a Chinese structure: I wanted to catch what language ability tests can never show; her intention, her feelings, the rhythms of her speech and the nature of her thoughts.

46. By saying "Language is the tool of my trade", the author means that ______.

   A. she uses English in foreign trade                     B. she is fascinated by languages

   C. she works as a translator                          D. she is a writer by profession

47. The author used to think of her mother's English as ______.

   A. impolite              B. amusing            C. imperfect                 D. practical

48. Which of the following is TRUE according to Paragraph 3?

   A. Americans do not understand broken English.

   B. The author's mother was not respected sometimes.

   C. The author' mother had positive influence on her.

   D. Broken English always reflects imperfect thoughts.

49. The author gradually realizes her mother's English is _____.

   A. well structured                                B. in the old style

   C. easy to translate                               D. rich in meaning

50. What is the passage mainly about?

   A. The changes of the author's attitude to her mother's English.

   B. The limitation of the author's perception of her mother.

   C. The author's misunderstanding of "limited" English.

   D. The author's experiences of using broken English.

请认真阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项题卡上将该项涂黑。

       In eighteen thirty, only a few miles away from what is now the great city of Cincinnan,  Ohio, lay a   36  and almost endless forest.

       The area had a few settlements   37   by people of the frontier. Many of them had already left the area for settlements further   39   the west. But among those   40   was a man who had been one of the first people to arrive there.

       He lived alone in a house of logs surrounded   41  all sides by the great forest. He seemed a part of the darkness and   42   of the forest, for no one had   43   known him to smile or speak an unnecessary word. His simple needs were   44  by selling or trading the skins of wild animals in the town.

       His little log house had a single door. Directly   45   was a window. The window was boarded up（堵住）. No one could remember a(n)  46   when it was not. And no one knew why it had been   47  .  I imagine there are few people living today who ever knew the   48   of that window. But I am one, as you shall   49  .

       The man's name was said to be Murlock. He   50   to be seventy years old, but he was really fifty. Something other than years had been the   51  of his aging.

       His hair and long, full beard were white.  His gray,   52   eyes were sunken.  His face was wrinkled. He was tall and thin with drooping shoulders—like someone with many   53  .

       I never saw him. These   54   I learned from my grandfather. He told me the man's story   55   I was a boy. He had known him when living nearby in that early day.

A．huge      B．heavy       C．small D．bright

A．discovered     B．created     C．established       D．invented

A．visited   B．reached     C．left    D．loved

A．in   B．for    C．over  D．to

A．moving  B．remaining C．traveling   D．hunting

A．along     B．by     C．with  D．on

A．silence   B．noises       C．brightness D．freshness

A．never     B．ever  C．once  D．sometimes

A．understood    B．exchanged C．satisfied    D．offered

A．outside B．inside       C．before      D．opposite

A．time     B．opportunity      C．story D．experience

A．opened B．closed       C．destroyed  D．protected

A．secreet B．structure   C．formation D．construction

A．guess   B．see    C．suppose    D．feel

A．seemed B．happened  C．pretended  D．appeared

A．cause   B．cure  C．reason      D．affection

A．pretty   B．lively       C．lifeless      D．horrible

A．achievementsB．enemies   C．problems  D．dreams

A．lessons B．details      C．summaries       D．ideas

A．because       B．since C．when D．although

Doreen Sykora is now a junior at McGill University. She had a difficult time when she first began college. She said, “I was always well prepared for my examinations. But when I go into class to take the exam, I would fall apart. I could just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology(人类学) student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed(加压力于) about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved greatly! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were much the same. He is enjoying school a lot more and learning more.

1. What is the similarity between Doreen Sykora and Hitoshi Sakamoto?

A. They are students from the same university.

B. They failed in all the examinations.

C. They both had experiences of test anxiety.

D. They both had the same poor studying habits.

2. The phrase “blank out” in Paragraph 1 refers to “_______.”

A. lose interest in the exam           B. refuse to take the exam

C. get an extra paper                  D. be unable to think clearly

3. What’s the purpose of some special university student-help courses?

　　A. To help students to reduce test anxiety.   

　　B. To show a stress level experienced by students.

　　C. To learn more knowledge about test anxiety.

　　D. To have a better understanding of test anxiety.